土庫曼預科生漢語存現(xiàn)句習得研究
發(fā)布時間：2018-10-07 19:10
【摘要】：漢語存現(xiàn)句是一個較為特殊的句式,是留學生較難習得的一個句式,但同時又是一個很重要的句式。 本文是以第二語言習得為視角的漢語存現(xiàn)句研究,也是一篇以國別為視角的留學生漢語存現(xiàn)句的習得研究,本文的研究內(nèi)容為土庫曼預科生的漢語存現(xiàn)句的習得情況。在梳理漢語存現(xiàn)句本體研究和第二語言習得研究的基礎上,選取華中師范大學19名土庫曼預科生為研究對象。根據(jù)預科學生的漢語水平,選取了漢語存現(xiàn)句的五個下位句式作為調(diào)查句式,包括1：處所詞+有+名詞；2：處所詞+是+名詞；3：處所詞+動詞+著+名詞；4：處所詞+動詞+了+名詞；5：處所詞+動詞+趨向動詞+名詞,這五個句式為初學漢語者學習和使用到的漢語存現(xiàn)句句式。為了體現(xiàn)土庫曼預科生習得漢語存現(xiàn)句的特點,本文還選取了31名華中師范大學初級水平的學生作為對照組,在偏誤分析和習得順序部分與土庫曼預科生的漢語存現(xiàn)句習得情況進行了比較。 本文通過問卷調(diào)查的方法,對土庫曼預科生的漢語存現(xiàn)句習得包括對其習得漢語存現(xiàn)句時出現(xiàn)的偏誤情況和習得順序進行研究。本文概括了土庫曼預科生習得漢語存現(xiàn)句時出現(xiàn)的偏誤類型,分析了出現(xiàn)偏誤的原因；用正確使用相對頻率法和蘊含量表法分析了土庫曼預科生習得漢語存現(xiàn)句的習得順序,從標記理論、語法點難易程度、語言輸入頻率以及學習者學習策略四個方面總結了影響土庫曼預科生漢語存現(xiàn)句習得順序的因素。本文選取了四套主流對外漢語教材,對其中的漢語存現(xiàn)句的編排進行了詳細的解讀,分析了教材中對存現(xiàn)句編排的優(yōu)點和不足。最后根據(jù)上述對土庫曼預科生的研究以及教材的編排、教學中的實際情況,對教材編寫和教學策略提出了一定的建議。
[Abstract]:Chinese existential sentence is a special sentence pattern, which is difficult for foreign students to acquire, but it is also an important sentence pattern. This paper is a study of Chinese existential sentences from the perspective of second language acquisition, as well as a study of the acquisition of Chinese existential sentences by foreign students from the perspective of different countries. The content of this study is the acquisition of Chinese existential sentences by Turkmen prep students. On the basis of combing the Noumenon of Chinese existential sentences and the study of second language acquisition, 19 Turkmen prep students from Central China normal University were selected as the objects of study. According to the Chinese level of the preparatory students, five lower sentence patterns of the Chinese existential sentence are selected as the investigation sentence, including 1: the locative word has noun / 2: the locative word is a noun / 3: the locative word verb is a noun; 4: the locative verb is noun / noun: the locative verb tends to the verb noun, and these five sentence patterns are the existential sentence patterns used by the beginners in learning and using the Chinese language. In order to reflect the characteristics of Turkmen prep students' acquisition of Chinese existential sentences, 31 primary level students of Central China normal University were selected as the control group. The error analysis and acquisition sequence are compared with the acquisition of Chinese existential sentences by Turkmen prep students. This paper, by means of a questionnaire survey, studies the errors and the acquisition order of the Chinese existential sentence in Turkmen prep students' acquisition, including the error in the acquisition of the Chinese existential sentence. This paper summarizes the types of errors that occur in the acquisition of Chinese existential sentences by Turkmen prep students, analyzes the causes of the errors, and analyzes the acquisition order of Chinese existential sentences in the acquisition of Chinese existential sentences by Turkmen prep students with the correct use of the relative frequency method and the implication scale method. This paper summarizes the factors that affect the order of Chinese existential sentence acquisition of Turkmen prep students from the aspects of marker theory, the degree of difficulty of grammar points, the frequency of language input and learners' learning strategies. This paper selects four sets of mainstream textbooks for Chinese as a foreign language, analyzes the advantages and disadvantages of the arrangement of existential sentences in the textbooks. Finally, according to the above research on Turkmen preparatory students, the arrangement of teaching materials and the actual situation in teaching, some suggestions are put forward for the compilation of textbooks and teaching strategies.
【學位授予單位】：華中師范大學
【學位級別】：碩士
【學位授予年份】：2012
【分類號】：H195
本文編號：2255349
[Abstract]:Chinese existential sentence is a special sentence pattern, which is difficult for foreign students to acquire, but it is also an important sentence pattern. This paper is a study of Chinese existential sentences from the perspective of second language acquisition, as well as a study of the acquisition of Chinese existential sentences by foreign students from the perspective of different countries. The content of this study is the acquisition of Chinese existential sentences by Turkmen prep students. On the basis of combing the Noumenon of Chinese existential sentences and the study of second language acquisition, 19 Turkmen prep students from Central China normal University were selected as the objects of study. According to the Chinese level of the preparatory students, five lower sentence patterns of the Chinese existential sentence are selected as the investigation sentence, including 1: the locative word has noun / 2: the locative word is a noun / 3: the locative word verb is a noun; 4: the locative verb is noun / noun: the locative verb tends to the verb noun, and these five sentence patterns are the existential sentence patterns used by the beginners in learning and using the Chinese language. In order to reflect the characteristics of Turkmen prep students' acquisition of Chinese existential sentences, 31 primary level students of Central China normal University were selected as the control group. The error analysis and acquisition sequence are compared with the acquisition of Chinese existential sentences by Turkmen prep students. This paper, by means of a questionnaire survey, studies the errors and the acquisition order of the Chinese existential sentence in Turkmen prep students' acquisition, including the error in the acquisition of the Chinese existential sentence. This paper summarizes the types of errors that occur in the acquisition of Chinese existential sentences by Turkmen prep students, analyzes the causes of the errors, and analyzes the acquisition order of Chinese existential sentences in the acquisition of Chinese existential sentences by Turkmen prep students with the correct use of the relative frequency method and the implication scale method. This paper summarizes the factors that affect the order of Chinese existential sentence acquisition of Turkmen prep students from the aspects of marker theory, the degree of difficulty of grammar points, the frequency of language input and learners' learning strategies. This paper selects four sets of mainstream textbooks for Chinese as a foreign language, analyzes the advantages and disadvantages of the arrangement of existential sentences in the textbooks. Finally, according to the above research on Turkmen preparatory students, the arrangement of teaching materials and the actual situation in teaching, some suggestions are put forward for the compilation of textbooks and teaching strategies.
【學位授予單位】：華中師范大學
【學位級別】：碩士
【學位授予年份】：2012
【分類號】：H195
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